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LIBRARY OF CONGRESS. 



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UNITED STATES OF AMERICA. 




^jVORAiV's 



SHORT-HAND 



Correspondence Manual. 



A GUIDE FOR LRARNJNG 



BY MAIL, 



MANUAL 



CORRESPONDENCE INSTRUCTION 



A Guide for Learning Short-Hand by Mail, by t\\e 
Moran Method—Copyrighted, 



ZB-^r IEHLjIDO^T Zbv£ O IR, ^ £T , 

Author of trie Reporting Style Series of Stenographic Instruction Books. 



"I, myself, would undertake to superintend through the letter-post 
a wrple school in NortP) America, or fifty days distant in tr\e old world." 
— Jean Paul Richter. 



/nv" c.QPYR/fio->T' 



^ B 18: / 

- / 



PUBLISHED BY 



The Moran Short-Hand Company. 

St. Louis, Mo. 



Copyrighted, 1891, 
BY THE MORAN SHORTHAND COMPANY. 






^* 



PREFACE 



The present revised edition of this Manual is adapted to 
the fifteenth and following editions of the author's complete 
text-book of Pitman short-hand, entitled the "Reporting 
Style." The purpose of this little book is to serve as a guide 
for students who take lessons by mail in short-hand. The use 
of this Manual for this or any similar purpose will be limited 
strictly to students who receive instructions from Schools or 
Colleges with which the author has personal connection. The 
book is not intended for the general public, and the rules and 
directions herein contained are printed in this form for con- 
venience merely. The book itself, and all Lesson-Papers used 
n connection with it are severally covered by copyright. In- 
fringements will be dealt with according to law. The prac- 
tical value of this method is attested by the thousands of 
students who have been taught by it. 

To the student just beginning the course here outlined we 
say, first of all, read every paragraph in this book carefully. 
Always keep it where it will be handy to refer to, and then 
refer to it! 

Central College of Correspondence, St. Louis, Mo., March, 

1891. 



TEACHING BY MAIL. 



1. It is an old saying, that "Every man has two educations, 
one of which he receives from others, and one more important 
which he gives himself. " The college in which oral instruction is 
given is a great blessing; nevertheless it remains true that vast 
results can be accomplished by self-help merely — the tentative 
process of learning without a teacher. But the self-taught student 
is provided with a book (the inextinguishable lamp of some master 
mind), and this does immensely more for him than the average 
teacher is capable of doing without the aid of a text-book of 
some kind. 

2. In the indescribable process called " imparting instruction," a 
good text-book plays a greater part than the instructor himself, and 
the " mental reaching out " of the learner a part more indispensable 
than either of the others. The value of the master and guide is 
granted. What is his office? First, to furnish his pupil with a 
proper text-book. This is easy. Second, to further explain and 
elucidate the subject in hand. This is not quite so easy. Third, to 
govern him. This is more difficult still. Fourth, to awaken in his 
mind and keep warm an enthusiastic interest in the study. This 
requires talents which but few possess. But in this last way un- 
questionably the teacher may be far more useful than in any other. 
Many teachers are plodders — inefficient workmen who waste their 
strength hammering cold iron. 

3. The teacher who inspires the pupil is a rare person. His 
plan is different, for his iron is first heated to the wiiite, and then 
quickly welded and shaped into forms both useful and permanent. 
The feasibility of teaching by correspondence depends primarily 
upon the character of that necessary relation which exists between 
the teacher and the pupil. Is it indispensable that the teacher, in 
order to instruct, govern, interest or inspire his pupil, be seated face 



D CORRESPONDENCE MANUAL. 

to face in the same room with him? Is the "living voice" and 
" personal presence " of the teacher absolutely essential? It is an 
egregious error to suppose that in no other way than by direct oral 
instruction have teachers of all times accomplished most of their 
best work. It is true that Dr. Webster, Plato, Shakespeare, 
Solomon and Job have been our teachers — members indeed of the 
faculty of that great University of the World in which our best 
lessons have been received. These men we have never seen; but 
have they not taught us? The very editor of our weekly paper 
comes to us in his columns through the post office at stated times 
giving us instructions. Our friends and relatives with whom we 
correspond are teaching us. The lessons given may be good or bad, 
but we must acknowledge their force, whether or not we have ever 
seen the persons themselves. It would be a sorry fact if the inter- 
vention of space should operate as an impenetrable wall between 
the learner and his master. But this never was true and it is less 
true now than ever before. Modern invention has bridged it over 
for the merchant, manufacturer and professional man, by the adop- 
tion of the telegraph, telephone, steam locomotive, and the govern- 
ment postal service. 

4. What reason is there for precluding the pupil from these 
benefits? The person who has not observed and reflected has but a 
very meagre conception of what, in this age of the world, it is pos- 
sible for the teacher to do for his pupil by correspondence and by 
means of suitable text-books, taking advantage of the fast mails, 
express service, telegraph, telephone, cheap postage and paper, etc., 
etc. Communication is easy and frequent. The text-book employed 
ought to be selected or constructed especially for the purpose. The 
instruction given is all personal and conveyed in letters first dictated 
to a stenographer, and then with a type- writer reduced to print. 
The matter thus communicated is suited to the particular needs of 
the pupil to whom it is addressed. It is more tangible than merely 
oral instruction, and in convenient form for preservation and future 
reference. In this manner is exemplified the old Greek proverb, 
" The spoken word flies — the written one remains." Pupils equally 
advanced are introduced to one another by card and carry on a 
correspondence on subjects of mutual interest. 

5. In most cases, so far as the presence bodily of class-mates is 



COEBESPONDENCE MANUAL. I 

concerned, the student is entirely isolated. This is declared to be an 
advantage. Members of oral classes are almost certain of relying 
upon their fellow students, and having recourse to a teacher when- 
ever trifling difficulties arise. 

6. Isolation teaches us not to depend upon external help, and 
" Self-reliance is the essence of heroism. " Moreover, it is observed 
that the separation from each other of the pupils, and from the 
teacher as well, has the effect of elevating and spiritualizing their 
intercourse. Petty faults are kept out of sight, and the' contamina- 
tion of too much personal contact, and the contempt which famil- 
iarity breeds, are fortunately escaped. All concerned are put in a 
position to discover that which lies deepest and is best in each, and 
this fact is productive of most excellent results. 

7. The teacher who by hard work and the gift of g6nius has 
attained eminence in some one field of learning, by a few brief letters 
addressed to the aspiring young man (whom he has never seen,) may 
effect wonders. 

8. The pupil's pride is flattered, and the pertinency of the 
instruction added to the weight of a great name, confirm confidence 
and awaken new motives. He would not be able by his "living 
voice " to effect more, and it is the rare exception if the " personal 
presence " of such a teacher equals expectation or commands a 
similar respect. With far less actual assistance from an instructor 
of this class, and in the manner described, the pupil will accomplish 
vastly more than by the daily tuition and companionship of a 
teacher only mediocre and spiritless. The intercourse between fel- 
low-students, almost entirely in writing, is more dignified and 
respectful than in the oral class-room, and is productive of a higher 
culture and truer friendship. 

9. Finally correspondence instruction is cosmopolitan. No one 
need be excluded by any consideration of race, color, sex, age, labor 
or poverty. The poor rustic who cherishes an ardent desire for 
intellectual improvement, though he must remain at home and help 
his widowed mother support her family, may nevertheless sing: 

Though daily I must toil with hand and head, 
And rarely pass beyond my humble gate, 
Still am I taught by teachers famed and great, 
And safely up the hill of science led. 



CORRESPONDENCE MANUAL. 



HISTORY, 



10. The pupil will naturally want to know something of the 
origin and history of the institution with which he has become con- 
nected. This work was undertaken a number of years ago. Teach- 
ing by mail has in fact been our life work. Having faith in the 
utility and feasibility of such a scheme, we determined at the outset 
to make it a success if in our power so to do. 

11. To teach an oral class is comparatively an easy matter, for 
the instructor finds ready made an appropriate building, school- 
room w T ith suitable desks, black-boards and various other furniture, 
apparatus and appliances. The pupils equally advanced meet at a 
given hour all prepared to recite. This is the way our fathers and 
grandfathers obtained their education, and the world has by long 
usage come to look upon it as the only possible way. For hundreds 
of years this system of school economy has been developing, until it 
has attained its present state of perfection. 

12. Any other style of teaching is not thought of as possible, 
and against "postal instruction" prejudice has been arrayed from 
the beginning. Teaching by mail is so entirely a new matter that a 
vast amount of experimental and pioneer work had to be done. 
This required much patience, time and expense. But after years 
of careful labor we discovered the secret of success in carrying on a 
correspondence school. Several books and a long series of circu- 
lators, speed sentences and correction slips had to be composed. 

13. The pupil had not only to be instructed, but also interested 
and governed. We found out how to do this and do it cheaply, and 
the problem was solved. 

14. To become a practical stenographer it is necessary, first, to 
learn certain principles, and to memorize a number of characters; 
for this you need a book. Next apply these principles in writing 
all words in common use; to do this you need a teacher to correct 
mistakes and explain the principles more clearly. Lastly, write the 
characters a great many times, as exercises are read to you. Here 
you need an instructor to point out errors in phrasing and execu- 
tion, and the assistance of a good reader or class-mate to pronounce 
the exercises. We affirm that there is nothing whatever in the way 



CORRESPONDENCE MANUAL. 9- 

of needed help that the teacher cannot furnish as well, and even 
better, by written lessons. Exercises can be corrected, difficult 
points explained, questions answered and encouragement given all 
in writing, by a teacher who never sees the pupil at all. The written 
instructions given in this way by mail are not lost as spoken words 
are in the class room; they can be studied at leisure and preserved 
for reference. The learner must of course get some one at home to 
dictate to him — but that is easv. 



TO THE STUDENT. 



15. As a matriculated student of the College of Correspondence, 
your Instructors extend to you a most cordial welcome ! That you 
may find the study of this useful art as interesting as the knowledge 
of it is profitable, and succeed in a high degree in your undertaking, 
is our earnest wish. We freely promise to instruct you with all 
possible care, and to render every needed assistance and encour- 
agement. If you will but perform your part faithfully, we give you 
our confident assurance that in due time you will become a skillful 
writer of Short-hand. The once popular notion that the teacher's "per- 
sonal presence" and "living voice" were indispensable to the student's 
success or advancement in any art or science, has been refuted by 
repeated experiments. A generation ago, it is true, the thing was 
impossible; yet it has been more than half a century since the feasi- 
bility of some such plan was discerned by Jean Paul Richter, the 
famous German author. He says, "I myself would undertake to 
superintend through the letter post a whole school in North Ameri- 
ca, or fifty days distant in the old world." But now it is rendered 
practical by the operation of numerous inventions, among which 
may be named steam locomotion, improved postal facilities, cheap 
postage, new processes of engraving and printing, more liberal laws, 
and in fact by the general state of government and society which 
has been brought about by a progressive civilization. The success, 
moreover, of the plan of teaching by means of correspondence 
through the mails is in reality vastly extended by the mere fact that 
people now believe in it. 



10 CORRESPONDENCE MANUAL. 

16. In all this there is nothing radically new in principle. It is 
simply the result of the many discoveries in science, and improve- 
ments in art, by which space has been bridged over and time con- 
quered. The person of the teacher is not seen, nor his voice heard 
by his pupils. Nevertheless he communicates with them, and they 
with each other, freely, and almost constantly. They all understand 
one another, soon become acquainted, enter into rivalries, and en- 
courage and compete with each other, although separated by many 
hundreds of miles. So much indeed can be accomplished by corre- 
spondence and home study, that we may safely predict the near 
approach of the time when, to enter a University, the aspiring stu- 
dent, no matter where he may live, will not have even to pass be- 
yond his own threshold! 

17. In this matter it is assumed that you have an interest in the 
work and are determined to complete the course, if this can be ac- 
complished with reasonable diligence and application. We beg you 
to bear in mind right at the outset that this plan of study, namely, 
taking lessons by mail, is something new to you, and that until it 
becomes familiar it is necessary and very proper that you exercise 
patience. Nor can you regard with too much care every correction 
upon your work, the rules and directions laid down for your guidance, 
and all that is said by your teacher by way of instruction or criti- 
cism. Let it be seen by your work and demeanor that you are 
thoroughly in earnest. We will then help you only the more cheer- 
fully, and your progress will be more rapid and certain. 

18. Having now enrolled as a student in this Institution, you are 
to consider yourself as much subject to its rules, and under the 
direction of your teachers, as though you were receiving personal 
instruction from them in a local school. 

19. Your statements will always be regarded as true, and your- 
self alone will suffer for any misrepresentations you may make. 
To some extent you may steal your way through the course, but this 
will not secure a Diploma, which is only granted to those who, at 
the close of the lessons, are able to pass a thorough examination. 
And how would you, if incompetent, be able to fill a situation if one 
were offered you ? 

20. Your actual progress is not measured by. the number of 
lessons you manage to get over. You cannot be too thorough. 



CORRESPONDENCE MANUAL. 1 1 

There need be no great hurry about finishing the book. Should 
your instructor assign to you the same lesson over again, he does 
this extra work willingly for your own good. 

21. Above all things, don't get discouraged. We are better able 
than yourself to judge of the advancement you are making, and we 
will tell you frankly how well you are doing, and whether your 
progress is satisfactory. 

22. If you faithfully follow our instructions, and work earnestly 
and systematically, you will be certain in due time to become 
sufficiently well qualified to discharge the duties of a stenographic 
secretary. Don't proceed as if you were testing or experimenting 
with this method; but believe in it, rely on yourself, and throw your 
soul into the work. What others have done, you can do. Each 
student possesses certain talents peculiar to himself. It may be 
that you cannot form the characters nicely, or find it difficult to 
read what you have written, or cannot read fast enough, or remem- 
ber long sentences until you have written them down. You may 
lack ability in one direction, but you can make it up in another. 
Those who as students write the most rapidly seldom grow or 
develop into the best reporters. Verbal memory is something that 
can be acquired, and this to a large extent takes the place of speed. 
You may write poorly, but nevertheless be able to decipher your 
own notes with much more facility than another student whose 
penmanship is excellent. 

23. Your instructor, weighing all things, will be able to give a 
reliable opinion as to what you can accomplish in a given length of 
time. You are not capable of reporting even a very slow speech 
until all the principles are thorougly learned, and you ought to feel 
well satisfied, if at the close of the course you are able to follow an 
average speaker. 

24. First in order, before beginning the lessons, study thoroughly 
the Directions which appear further on in this Manual. You will 
be expected also, while learning the first two lessons, carefully to 
peruse the entire contents of this little book. You will have occa- 
sion for frequent reference to its pages during your course of instruc- 
tion. 

25. You are requested to write your Instructor a personal letter 
once a month, describing in detail your method of study and the 



12 CORRESPONDENCE MANUAL. 

circumstances under which you practice; stating who reads to you, 
and whether your classmate or reader is prompt and reliable. State 
also what part of the work you find the most di fficult. 

26. It is not your place to make complaints if a lesson occasion- 
ally should not be returned as soon as expected, or entirely fails to 
reach you. Mails are sometimes delayed, and through misdirection, 
and from various other causes, letters are not unfrequently lost or 
miscarried. The failure to prepay or properly direct a letter is far 
more likely to be the student's fault than ours. If you fail to 
receive your papers within a reasonable time, you would do well to 
notify your Instructor of the fact, giving the day on which you 
mailed your last exercise. Should your letter weigh more than an 
ounce, as may be the case should you mail two lessons at once, you 
should be careful to attach a sufficient amount of postage. 

27. In addition to work executed by his teacher, it is desirable 
that the student have an opportunity of examining exercises written 
by other members of both the correspondence and oral classes. For 
this purpose, samples of both Proof and Speed Sheets executed by 
the best students, are mailed with every lesson which is given. 
Inspecting the superior work of others prompts the learner to 
imitate, and if possible, to excel it. The emulation and criticism 
which grow out of comparing notes, is one of the chief advantages 
of class instruction, although the student may not be aware of the 
fact. By the plan just mentioned, our correspondents are afforded 
ample opportunities of reviewing each other's work, and are by no 
means deprived of this incentive to progress. 

28. In no case can a student make real progress unless he accus- 
toms himself to writing sentences which he hears actually spoken- 
It is indispensible that the exercises be written as they are read 
aloud by some other person. It will not always be an easy matter 
to secure the services of a person sufficiently patient and reliable to 
serve the student's purpose. Hence it is very desirable that two or 
more persons pursue the work together. Each one then becomes 
interested in the other's progress, and the assistance and encourage- 
ment afforded by the mutual study of several persons are well 
known. Experiments have fully proven that this plan possesses 
every advantage of oral lessons. There are few localities in which 
are not to be found two or more young people of sufficient enter- 



CORRESPONDENCE MANUAL. 13 

prise to undertake the study of stenography. The instructor will 
as far as possible assist in securing a classmate for every correspond- 
ence student. In many towns, indeed, it will be found an easy 
matter to organize a circle of from six to ten, whose convenience it 
will be to meet as often as once a week, and write the lessons at one 
another's dictation. 

29. We should be pleased to have any student inform us should 
he at any time desire assistance in any branch of education, no mat- 
ter what department, whether academical, collegiate, business or 
normal. At any time when you may determine to pursue any addi- 
tional branch, it will be to your advantage to apply to us directly. 
It is the exception if students who enter our correspondence classes 
will not be greatly benefitted by taking a course of lessons by mail 
in book-keeping, rhetoric, political economy, penmanship, commer- 
cial law, grammar, or some other of the common English branches. 

30. There is every reason to believe that for many years there 
will be a growing demand for the services of yoUng men and women 
who make a specialty of short-hand and type-writing. The demand 
for persons skilled in some system of swift writing cannot possibly 
decrease, but it is probable that a higher and higher standard, or 
degree of proficiency, will be required. 

31. This important consideration should not be lost sight of, 
that although the demand for short-hand writers as specialists may 
not always continue as great as at present, there is no reason why ( 
the art should not be studied. A knowledge of stenography will be 
required more and more, and it will not cease as a specialty, until 
the time arrives when no young man or woman will be considered 
qualified for business who is not well skilled in it. The art will 
continue to be studied for the next thirty or forty years as a busi- 
ness of itself, and afterwards as the necessary part of a common 
school education. Those who learn early will of course have the 
choice of situations. 

32. While it may be true that English Orthography is a relic of 
barbarism, as it has often been described, and subject to constant 
modifications, it nevertheless remains certain that a knowledge of 
spelling is an accomplishment necessary to every English scholar, 
and for the professional stenographer absolutely indispensable. The 
manager of the Reporters' Bureau has suffered no little embarass- 



14 COKKESPONDENCE MANUAL. 

ment in endeavoring to secure situations for many young men and 
women, who, although well qualified in other regards, and above the 
average in intelligence, were nevertheless deficient, and sometimes 
sadly so, in this much neglected art. Hence we are compelled to say 
that if your knowledge of orthography is imperfect, the sooner you 
improve it the better. "Learning to spell the English language cor- 
rectly," says Professor Swinton, "is the most difficult task of school 
life. Hence correct spelling is rightly regarded as a sign of culture, 
and bad spelling as indicating a lack of it." We have arranged a 
progressive course in spelling, and are now prepared to give all neces- 
sary instructions in this branch by means of lessons by mail. Es- 
pecially are we able in this way to teach written spelling, which is 
more important to the reporter, and quite distinct from oral spell- 
ing. A Test has been devised, which will be submitted to each stu- 
dent early in the course. Prom the result obtained, we will be able 
to judge quite correctly of the extent of the student's knowledge of 
this subject. 

33. A Diploma will be awarded every student completing the 
required course in stenography and type-writing, on passing a satis- 
factory examination in each, and giving evidence of a knowledge of 
the common English branches sufficient for the discharge of the 
duties of corresponding secretary. 

34. This certifies to his ability to write and accurately transcribe 
at the rate of one hundred or more words a minute, and operate the 
type-writer at the rate of thirty or more a minute. It also sets forth 
the skill and facility of the holder as a penman, his knowledge of 
spelling and of other branches that will be likely to aid him in per- 
forming the duties of stenographic reporter. This document intro- 
duces the graduate to the business world, and commends him as well 
qualified to fill the office of stenographer in whatever position his 
instructor deems him fitted to occupy. The value of a diploma de- 
pends on the matter certified to, and the character of the recom- 
mendation contaiDed; and these will accord with the scholarship of 
the student, and his deportment while pursuing the course. No 
diploma will be awarded except in accordance with the provisions 
made herein, and to persons only of known character and integrity. 

35. Since type-writing is much more rapid and in various ways 
superior to ordinary pen-work, a knowledge of this art is of itself 



CORRESPONDENCE MANUAL. 15 

very valuable, and has become entirely indispensable to the profes- 
sional stenographer. At the present time short-hand secretaries, 
with scarcely an exception, are required to make use of a writing 
machine in preparing transcripts and copies. Moreover, the student 
is expected to be familiar with the operation of the machine before 
he accepts a situation, and skill in manipulating it should by all 
means be attained while the course in stenography is being taken. 

36. We teach type-writing by mail in this way: A machine is 
sent by express; also a book of instructions. From four to six hours 
daily should be devoted to practice. Proof-sheets of your work are 
to be sent for correction three times a week. 

37. To all our students by mail we would respectfully recom- 
mend that in general correspondence they v/ill find it very suitable 
and proper to use note or letter paper bearing the full title of the 
College of Correspondence of which they are members. A supply 
of stationery of various grades and sizes, printed in this way, is 
kept constantly in stock, and will be sent by mail prepaid in what- 
ever quantity the student desires, for the same price usually charged 
for an equal amount of blank paper. 

38. All students are particularly requested to furnish the School 
from time to time with any valuable information of which they may 
obtain a knowledge. If you can inform us of an opening for any of 
our graduates, or learn of any person, no matter where he lives, who 
has an interest in stenography or type-writing, we beg that in all 
such cases you will not fail to send us full information. In corre- 
sponding with persons to whom you refer us we will use your name, 
or refrain from doing so, as you may wish. Favors rendered will be 
duly appreciated, and, when possible, reciprocated. 

39. For practical work a gold reporting pen is almost indispen- 
sable. Numerous experiments have proven also that a gold pen is 
best for the student, if it is the right style and exactly adapted to 
his "hand." Get one if you can afford it. It is our candid opinion 
that you cannot afford to be without the help and encouragement 
which may be derived from several of the short-hand periodicals 
published at the present time. Every enterprising student should 
endeavor to keep abreast the times, and to do this you ought to read 
at least two of these journals regularly. They are filled with news, 
discussions, engraved exercises, etc. 



16 DIRECTIONS. 

DIRECTIONS, 



40. Proceed as follows: 1st, Read carefully the Preface and 
Introduction to the Text-book (Reporting Style); also the General 
Directions on page 11 are to be studied carefully. 2nd, Learn Les- 
son I, devoting at least two hours to practice. Then send a carefully 
written copy of Plate 1 to your Instructor for correction. This 
should be accompanied by Report No. 1, and the Personal informa- 
tion described further on. 

41. Awaiting the return of your exercise, proceed with the study 
of Lesson II. When Lesson I has been returned, examine the 
criticisms,' and prepare Proof-sheet for Lesson II. This includes a 
copy of the two Plates, also Exercise 2 (Sec. 14, page 21) to be writ- 
ten in Short-hand. This with Report No. 2 is next to be mailed to 
the College. 

42. To learn Lesson III, study Sees. 15 to 23 carefully. Engraved 
Plates should invariably be copied a good many times. Proof-sheet 
No. 3 includes a copy of the Plate, and Exercise 3 (Sec. 24) written 
in short-hand. Your letter containing Lesson III should also 
include Speed-sheet No. 2; that is Exercise 2 (Sec. 14) written with a 
fair degree of speed, (as it is read to you by some other person), the 
exact time of writing being also stated. Never prepare a Speed- 
sheet of any lesson, however, before your corrected Proof-sheet of 
the same exercise has been returned, and the corrections examined. 

43. The Proof-sheet of Lesson IV should comprise Plate 4, the 
List-words in Sec, 33, and the Phrases in Sec. 34, written in short- 
hand. Also Exercise 4, and the Speed Sentence (Sec. 36). 

44. Those students who have first learned the Trial Lessons may 
begin with Lesson II of the Text-book; and if as much as half of 
the Twelve Lesson Course has been studied, the first lesson to be 
taken by mail from the Text-book should be the fourth. In all such 
cases, however, the first Text-book lessons also are to be carefully 
read over. 

45. Proof-sheets, when returned, are to be dilligently compared 
with the enclosed keys, and corrections and differences noted. 
Never attempt to get up speed on any lesson until the corrected 
Proof-sheet of that lesson has been returned. Then have some 



DIRECTIONS. 17 

friend or classmate slowly and plainly pronounce the list-words and 
exercise as you write them repeatedly. 

46. The sentences to be translated in Lesson V, and the follow- 
ing lessons, are to be written out in long-hand; in each case this will 
form a part of your Proof-sheet for that lesson. After practicing 
the Speed Sentence, write it as often as you can in one minute, and 
mail your rapidly written copy as a part of the Speed-sheet for that 
Lesson. 

47. These general directions apply to all the lessons. Each 
letter sent should contain Proof-sheet of the lesson you are engaged 
upon, and a Speed-sheet of some previous lesson, usually the one 
just preceding. When, however, lessons come a long distance, or 
when as many as three are taken a week, they cannot be corrected 
and returned before the next Exercise will have been mailed. In 
such cases Proof-sheets must be sent two or three lessons in advance 
of the corresponding Speed-sheets, which of course cannot be pre- 
pared until the Proofs have been examined and returned. 

48. After four lessons have been learned, the enclosures to bo 
made in each letter mailed by the student are the following: 

Table op Enclosures. 

1. — Proof-sheet of the Plate. 

2. — Proof-sheet of the List-words. 

3. — Proof-sheet of the Exercise. 

4. — Proof-sheet of the Speed-Sentence. 

5. — Translation of the engraved sentences. 

6. — Speed-sheet of the Exercise of some preceding Lesson. 

7. —Speed-sheet of the Speed-sentence in the same preceding 
lesson. 

8. — Lesson Key of the preceding lesson. 

9.— Sample Proof and Speed-sheets. 
10. — Two-cent stamp. 
11. — Report. 

12. — Return-slip of Circulator. 
13. — Circulator Key. 
14. — Personal letter (always on a separate sheet of paper). 

49. Always mail your letters on the days fixed, not before. When 
the appointed time arrives do not fail to send your lesson, although 
your corrected Exercise for some cause should not yet have been 

2 



18 



DIRECTIONS. 



received back from the College. In such cases the Speed-sheets for 
two lessons, instead of one, may be enclosed in the next letter you 
send. 

50. A Key to the List-words, Exercise, Speed-sentence and 
Translation is enclosed with each corrected lesson. Make exact copies 
of these with a pen in a blank book (of ruled paper) provided for 
this purpose. These written keys are always to be returned to the 
College with the next lesson. Provide yourself with a medium-sized 

• scrap-book, in which to post your corrected exercises, criticisms and 
translations in proper order as fast as they are received by you. 

51. The words which are marked in your lesson are imperfectly 
written, and in every case should be compared with the outline given 
in the key. 

52. After thirty-two lessons are learned, you may with profit 
extend your practice to easy newspaper or other printed matter. 
The proper outlines for difficult words you may meet with will be 
given whenever you request. It would be well for you at this point 
to begin the practice of writing the vocabulary over and over as it is 
dictated to you. 

53. In sending papers for correction, write each section sepa- 
rately, and number it to correspond with that in the Text-book. 

54. If for any reason you should fail to send your lesson at the 
appointed time, write a card of explanation at a date not later than 
the next regular day for mailing. 

55. All exercises for correction must be written in black ink, and 
on one side of the paper only. Corrections will be made by the 
Instructor in colored ink. 

56. Questions, information which you have been requested to 
give, and everything in the nature of a personal communication, 
must always be written on a separate sheet of paper. 

57. In stating questions, and in all communications to your 
instructor, make use of proper short-hand characters for every word 
or phrase employed for which you have learned the sign. Letters 
of a business character should be written in long-hand. 

58. Two or more students who study together, and are equally 
advanced, should criticise one another's exercises before submitting 
them for examination. 

59. In no case shall any student in preparing sheets for correc- 



DIKECTIONS. 19 

tion, consult a key, or accept assistance from any person more 
advanced than himself. 

60. In all your writing practice, and in the preparation of exer- 
cises for correction, make use of stenographic paper, the kind fur- 
nished by the College. 

61. When practicing, write your characters as closely together 
as convenient, and learn to form them somewhat smaller than is 
natural for you. 

62. Sample-exercise cards, prepared by other students, and sent 
you for inspection, must invariably be returned with the next lesson 
mailed. 

63. Do not try to puzzle out characters or sentences at the back 
of the book, but attend strictly to the lesson in hand. Ask questions 
only concerning real difficulties you meet with, or matters in the 
present lesson which are not sufficiently clear. 

64. You are required to date your Report every day, at the same 
time writing ten words from memory. When a given lesson is 
learned, the Report is to be rilled out, and should state the number 
of hours devoted to that lesson, time of executing Speed-sheets, num- 
ber of short-hand letters written, etc. 

65. As beginners usually write too large, you would do well to 
cut down your " hand " until your characters fill only about one-half 
the space between lines in the single ruled practice books. 

66. You would do well to have at least three regular short-hand 
correspondents. Five Letters of Introduction will be issued to you 
soon after you have taken the third lesson. Although you can at 

' this time express but a few words stenographically, you can, as you 
advance, gradually use more and more characters in the letters you 
write. You should criticise one another's work, and ask for trans- 
lations of those portions which you are unable to decipher. 

67. Small envelopes, which necessitate the enclosed papers to be 
folded both ways, should never be used. Exercises which come in 
this manner cannot be corrected satisfactorily. Envelopes of the 
proper size and character for mailing lessons, bearing the College 
address in large type, will be furnished to every student, and should 
invariably be used in all correspondence with this Institution. 
When, however, for any good reason an exception to this rule is 



20 DIRECTIONS. 

allowed. No. 6 envelopes of the style known as "Full Government 
Cut" must be used. 

68. Upon receiving a Circulator, perform your part and forward 
it to the next address the same day if possible, and not later than 
the day following. Your Return-slip, when detached, is to be filled 
out and enclosed in your next letter to the College. 

69. Circulators form an important part of the course of instruc- 
tion, since they require the student both to translate and criticise 
exercises that have been written by his classmates. There are forty- 
two Circulators, corresponding with Lessons IV to XLV inclusive, 
of the regular series. After this portion of the course is finished, 
the place of these papers may be well supplied by a general corre- 
spondence with classmates who are equally advanced, also with re- 
porters, for which undertaking the student will by this time be well 
qualified. 

70. The plan of these papers, and the student's duties in connec- 
tion with them, are as follows: Each Circulator consists of a sheet of 
writing paper properly ruled, with printed directions in due form, at 
the head of which three printed slips are attached bearing respectively 
the names and addresses of as many equally advanced students. The 
pupil, upon receiving a Circulator, first translates the characters 
written by the person preceding him. He next detaches the slip 
to which his own name is affixed, and at the proper place, as indica- 
ted in the Circulator, writes in short-hand the sentence printed on 
the back of it. It is his duty then to correct any errors he can de- 
tect in the work already done by others. Criticisms should be di- 
rected to the correctness of translation, use of phraseography, the 
choice of outlines and the accuracy of their execution. A mistake 
when once pointed out by a student, need not be alluded to by any 
other. 

71. As soon as filled out, the Circulator is to be forwarded to the 
next address without delay. This should be done on the same day 
it is received, if possible, and not later than the day following. The 
last member of the circle returns the document to the first, who 
translates the last sentence and passes it in for examination. 

72. Each student is afterwards furnished with a key from 
which he may learn how accurately his work has been done. The 
membership of these circles must change constantly, since some 



DIRECTIONS. '21 

students progress more rapidly than others. A circle usually 
embraces no more than one out of a number of students having the 
same post-office address. 

73. Every student after having received the thirty-third lesson 
is required to carry on a short-hand correspondence with several 
other persons in this department. Every report you. send in should 
show that two such letters at least have been written; four or five 
would be none too many. 

74. In the letter in which you send Exercise I for correction, 
you will be expected to enclose also certain " Personal Information," 
in fulfilment of the following requirements: 1. State your age. 2. 
Height. 3. Weight. 4. Color of hair and eyes. 5. Place of birth. 
6. Present occupation. 7. Previous occupation. 8. Married or 
single. 9. State briefly the extent of your education, naming schools 
you have attended, the studies you prefer and succeed in best. 10. 
Name the different States and cities in which you have lived. 11. 
Give nationality of each of your parents. 12. State as accurately 
as you are able the number of hours each week you can devote to 
study. This information is necessary, and you may be assured it 
will be regarded as strictly confidential, and treated accordingly. 

75. Since the practice of writing words which one hears uttered, 
rather than those which are simply seen in print, is of the highest 
importance, and indispensable in the education of a practical report- 
er, the student is required to spend no less than thr^e hours upon 
each lesson writing and re-writing the Exercise at oral dictation. 
Five hours will be still better, but it will be expected that your Re- 
port will show at least three. 

76. Each student is required to prepare one or more sample ex- 
ercise cards for every lesson he receives. Cards sent you for this 
purpose are to be filled out in a manner similar to those of other 
students which are sent you for inspection from time to time. No 
card ahould be filled out until your Proof-sheets containing the 
Exercise required to be written have been corrected and returned to 
you. 

77. As soon as you are enrolled as a student in this department, 
you will be scheduled and notified without delay in regard to the 
number of lessons you will be expected to learn each week or 
month. Students receiving but one lesson a week will invariably 



22 SUGGESTIONS. 

mail their letters on Monday; those receiving two a week on Mon- 
days and Thursdays; three a week, on Mondays, Wednesdays and 
Fridays. Those who cannot learn one lesson a week on the average, 
are required to mail on Monday of the first week, Thursday of the 
second and none the third. 

78. Should you for any reason fail to post your letter at the time 
fixed, then defer until the next regular mailing day, unless you are 
certain of being able to make up for lost time. Such failure or post- 
ponement will be excused only when good cause is set forth in the 
next letter sent. In no case whatever should the student delay more 
than two weeks sending either his lesson or letter of explanation. 

79. Avacation of one or more weeks will be granted any student 
applying for the same if satisfactory reasons are given. In such 
cases the limit must be fixed, and the time stated when the lessons 
are to be resumed. 

80. Never send Proof-sheets for examination until you have first 
carefully corrected them yourself. Render each Exercise as nearly 
perfect as it is possible for you. 



SUGGESTIONS. 



81. The hints here given will be found valuable to all, and par- 
ticularly to persons who have not acquired habits of study and 
learned to devise for themselves the most suitable methods of work. 

82. In learning the lists, a good plan is to write the words in a 
column at the left margin of a sheet of practice paper, afterwards 
filling in each line by repeatedly writing each word in short-hand. 

83. Always carry in your pocket some short-hand book, manu- 
script or exercise, to be read a£ leisure moments, while traveling, or 
while waiting for trains or steamboats, for lazy people to keep 
appointments, or whenever an opportunity for a few minutes' study 
may be had. The sign-book, or one of your corrected exercises, will 
be found suitable for this purpose. 

84. Students in corresponding with each other would do well to 
confine themselves, so far as may be, to the use of words the proper 
outlines of which they have already learned. 



SUGGESTIONS. "23 

85. It is well to encourage a tendency, which is quite natural, of 
picturing in your mind the characters which represent the words 
you hear spoken in conversation. While engaged in work even the 
habit may be cultivated of mentally analyzing outlines and phrasing 
words and sentences. 

86. Remember that word and phrase signs cannot be learned too 
well. Time which remains after your lesson is learned, or spare 
hours which it may not be convenient for you to apply to the exer- 
cises, may be given with advantage to writing these signs over and 
over many times. 

87. As a means of fixing the principles of phraseography more 
firmly in mind, and of cultivating the habit of original thought, the 
plan is recommended of writing each exercise for the first time 
quite slowly at dictation, making it your main object to join the 
words together as correctly as possible. Then compare with the 
text and revise. This is the quickest and surest way of learning 
this part of the system. 

88. For the cultivation of verbal memory, or the power of recol- 
lecting words, which is so useful to the stenographer, the following 
plan is recommended: Begin by having short sentences distinctly 
read to you, you in turn repeating each one verbatim as soon as the 
reader has finished. The length of the sentences may be increased 
from day to day. When some proficiency is obtained in this way, a 
good method for further practice is to have two short sentences read 
to you in succession, you in turn repeating both, giving the last one 
first. Some students have been able, after considerable practice, to 
remember sentences containing as many as forty words. 

89. When two or more persons meet together for dictation prac- 
tice, the following plan of work should be pursued. Be seated all at 
one table. Limit your attention to the lesson upon which some one 
of you may be engaged, or which you wish to review. Do not prac- 
tice for speed upon any lesson till its proof-sheet has been returned. 
Each student should in turn read to the other members of the 
group. Write the list- words a number of times, each student read- 
ing back the entire list from his own notes. Read slowly at first, 
gradually increasing the speed. It is well to enter into competition 
to determine which student is able to read the list in the shortest 
time. Practice on the word and phrase signs till you can write them 



24 LOCAL CORRESPONDENCE CLASSES. 

rapidly, no matter whether read to you backward or forward. The 
reader should dictate the exercise slowly the first few times, indi- 
cating the words to be phrased by pronouncing them in rather quick 
succession. Afterwards read the sentences in the natural way, as 
they would be delivered by a public speaker, allowing the intervals 
to occur between sentences and clauses, rather than between words. 
The exercise should be read back by some member of the group as 
often as it is written. When well learned, the quickest time in 
which each person is able to write it should be noted. Practice 
upon the speed sentences in like manner. This kind of work can be 
carried on to advantage, although the persons taking part are not 
all equally advanced in the course. 

90. Each exercise should be written at least once as the senten- 
ces are read backwards. At such time phraseography cannot be 
employed. The notes should afterwards be read backward, which 
will cause the meaning to appear. This sort of practice which 
demands that the reader rely entirely upon the legibility of the 
characters, rather than upon his recollection, is of great utility. 



LOCAL CORRESPONDENCE CLASSES. 



91. These classes are formed and conducted in the following 
manner: A number of correspondence students who live in the 
same locality and begin the study all at one time, meet together at 
appointed hours with an older and more advanced student who 
serves as leader, or dictation drill master. The object of these meet- 
ings is to keep alive an enthusiastic interest in the work, and to 
secure intelligent and systematic practice in writing and reading. 
Each pupil receives individual lessons from the College, with which 
he maintains the same connection as other correspondence students. 

92. The indispensable conditions of membership are: That the 
pupil keep up with the class so as not to retard the progress of his 
fellow students; that he be regular and punctual in his attendance; 
come provided with the proper writing material, and observe good 
order and a respectful bearing towards the leader. 

93. The class will meet one evening each week, and the recita- 



LOCAL CORRESPONDENCE CLASSES. -25 

tion will occupy one hour and a half. The length and frequency of 
these meetings may vary, however, when the circumstances are such 
as to render a change advisable. A record is kept of the attendance 
and deportment of each member, copies of which are sent to the 
School from week to week. Any person who persists in disturbing 
the work of the class suffers permanent suspension. The most 
accessible rooms are selected, provided with suitable writing tables 
and a blackboard. Every well tried method of conducting dictation 
drills is employed, and an earnest class will find these practice 
lessons both interesting and profitable. 

94. Your final examination calls for the assistance of a gentleman 
of some education and experience, who will serve in the capacity of 
Examiner. Hence it now becomes your duty to secure the services 
of some competent person to discharge the duties of this office. To 
this end we ask you to send us the names of three gentlemen, one of 
whom we will choose. In making out this list, we recommend that 
you select from the ministers, editors, physicians, school principals 
or other of the more intelligent people of your acquaintance 
in the locality in which you live. 

95. Your examination may be conducted at the earliest day 
convenient for the Examiner, but it is recommended that this matter 
be postponed until you are fully ready. Deliver to him the sealed 
envelope sent you with Lesson No. 50, and hand this Manual that he 
may read the following 

DIRECTIONS TO THE EXAMINER. 

96. We have taken the liberty of selecting you to conduct the 
final examination of the Bearer hereof, who has taken the prescribed 
course in the College of Correspondence. If this service is accepted 
you will kindly govern yourself by the following directions: First, 
read to the student, as he writes, a few sentences of easy printed 
matter. Repeat the operation, reading faster and faster each time, 
until you learn the highest rate of speed at which he is able to write. 
The reading should be sufficiently loud and distinct to be clearly 
heard. Next, dictate as rapidly as the student can take it, the 
printed matter enclosed to you in the sealed envelope. Note the 
exact number of minutes and seconds occupied in the writing. It is 
now the student's duty to make a translation in writing of the short- 
hand notes thus taken. Please note the number of minutes required 



26 CRITICISMS. 

for this. The student will at no time be allowed to refer to, or even 
see the printed slip. Forthwith upon finishing the work, he will 
deliver to you his short-hand notes and transcript. These, with the 
printed slip, you will forward to the College, with your Report, 
which should state that these directions have been complied with, 
and show the time of writing and transcribing. It should also give 
the name of the student examined, and have your signature 
attached. Your charges will be settled by the student himself. 

97. The student will please provide his Examiner with a stamped 
envelope to use in making his returns (with which you may also en- 
close any communication you wish.) In taking this final test exercise 
at dictation, you will make it a point to have the Examiner read as 
fast as you are able to write, but no faster. Not only the length of 
time required in translating will be considered, but also the accuracy, 
general appearance and manner in which the transcript is spelled 
and punctuated. You will neither make nor preserve any extra 
copies of the matter dictated in this examination. 

98. While we believe it to be true, that in the matter of intelli- 
gence and good behavior the students of the Correspondence College 
are the cream of the country, it is true, nevertheless, that one in a 
thousand has so little respect for his Instructors or himself as to 
make saucy and rude remarks, and sometimes employs the com- 
monest slang in his letters to teachers and class-mates. If you find 
the number of this section written in your letter, you will understand 
what it means. 



CRITICISMS. 



99. The following "Criticisms" are an outgrowth of years of 
pains-taking work in teaching Short-hand by mail. They constitute 
one of the "short-cuts" by means of which we are able to do this 
work, not only well, but quickly and cheaply. By appropriate refer- 
ences to these paragraphs, the Instructor is saved the labor of 
writing many long letters otherwise necessary, and the corrections 
thus made on the learner's work are just as apt and personal to each 
student, as if the same words, or the substance of them, were 



CRITICISMS. 27 

embodied in a letter gotten up in the usual form. Short notes must 
of course be written, but the student will bear in mind that the 
paragraphs whose numbers are indicated, are selected after a close 
examination of each separate lesson. Hence the diligent student 
will in all cases look up and study the paragraphs referred to. 
Occurring at intervals through your work submitted for correction, 
proof-sheets more particularly, you will find certain numbers 
written. These figures refer to the corresponding numbers in the 
following list of "Criticisms." If, however, the initials R. S. (Re- 
porting Style) are used, the number written refers to Sections in the 
Text-book. 

100. In reviewing work returned to you, the paragraphs that are 
indicated should be referred to invariably, and at once. The criti- 
cisms most commonly refer to the particular sentence or character 
in your exercise near which the figure is written. Not only should 
the critical paragraph be read, but the sections in the Manual, also 
the Text-book, which are occasionally referred to, are to be looked 
up and examined. Some of these paragraphs, it will be observed, 
are a little severe, and others highly complimentary. You may how- 
ever rely upon it that the judgment of a practical mind will be 
exercised in diagnosing your lesson, and the dose administered will 
be sweet or bitter, according to the requirements of the case. 

101. Abbreviations . In your corrected proofs will be found 
from time to time certain letters written in red ink. The following 
Key gives the meaning: 

K — See Key to the lesson, 
g— good work. 
s — too small. 
1 — too large, 
h — too heavy, 
wo— wrong outline. 
wp — wrong phrase, 
cw— careless work. 

102. In every word and every line of this Guide-book, we mean 
precisely what we say, and it is with regret that we are compelled to 
tell you frankly that we shall expect you as a student hereafter to 
conform more nearly with the rules that are given. 

103. It is a matter of great importance that you keep a copy of 



28 CRITICISMS. 

all your lessons on file, in order to study them carefully, and never 
make the same mistake twice if it can possibly be avoided. 

104. The first few lessons you will find a little dry, since they 
deal simply with the rudiments. But as you advance in the course 
the work will grow more interesting every day. 

105. Be sure to state each time you write how many hours you 
have spent in practice, or about the number of times you copied the 
exercise. We need this information. 

106. You have the privilege of asking questions in regard to any 
matter not thoroughly understood. We will with pleasure give any 
information or render any assistance in our power. 

107. The fact that you live a long distance from the College will 
not prevent you from receiving lessons as frequently as you wish. 
Exercises, as fast as prepared, are to be forwarded for correction. 

108. We have not marked all the words which you failed to exe- 
cute correctly. It is expected that you will compare your exercise 
with the key word for word, note the differences, and when copying 
make all necessary corrections in your work. 

109. Your attention is called to a small matter w T hich is a source 
of considerable annoyance to your teachers. A good many students, 
in sealing letters, do so in such a way that the flap is glued not only 
to the envelope, but to its contents also. Many exercises are spoiled 
by carelessness of this kind. 

110. If in your correspondence with this College you receive 
duplicates of Circulars, Trial Lesson Books, or other printed matter, 
you are kindly requested to hand such to some of your friends who 
are or may become interested in Stenography. 

111. We make this suggestion, believing it to be to your interest: 
You should improve your spelling. Adopt whatever means you 
think best. If you wish to take a course of lessons by mail in 
Orthography we will accommodate you. 

112. If you are ambitious to secure the best results we would 
suggest that you pursue some definite course with the view of 
improving your knowledge of language, grammar, punctuation, etc. 
A stenographer should be a practical English scholar. The course 
we give by mail in Letter-Writing will prove very helpful. 

113. Our numerous students derive a vast amount of entertain- 
ment from corresponding with each other in Short-hand. After you 



CRITICISMS. "29 

have taken a few lessons we will introduce you to several of the 
young ladies and gentlemen in our classes. 

114. You may consider yourself authorized to correspond with 
persons whose names we send you from time to time. While such 
correspondence is a real pleasure, the important fact should be kept 
in mind that the benefits derived from writing letters in short-hand 
are very great. Hence, write frequently, and criticize each others 
work. 

115. Please do not infer from the number of criticisms made that 
your work does not possess merits, or that you cannot in due time 
easily clear your work of all serious faults. 

116. These criticisms are made kindly, solely for your own bene- 
fit, with no wish to discourage you. We can assure you that some 
of the most successful stenographers we ever instructed did work 
far inferior to yours at the outset. 

117. Please note carefully the corrections we have made, and, so 
far as possible, avoid repeating the same mistakes. 

118. You have repeated some of the same mistakes in your speed- 
sheets which were pointed out or criticised in your original proof- 
sheets. As to outline and phraseography, it is expected that your 
speed-sheets will be as correct as the keys which are furnished you. 

119. We are sorry to notice that you fail to pay sufficient atten- 
tion to the criticises heretofore made on your work, as you fre- 
quently repeat mistakes which have been distinctly called to your 
notice. 

120. Your exercise seems to have been written too hastily; could 
not you have taken more pains ? We judge it is not a fair sample 
of what you are able to do. 

121. You do not use the right kind of paper — paper that is too 
thin or soft or flimsy will not do for short-hand. You are recom- 
mended for the present to use a heavy quality of foolscap or send to 
the College for Stenographic Practice Books manufactured express- 
ly for this purpose. 

122. As to size of characters, shading, angularity, and the gen- 
eral manner of execution, you should aim as nearly as possible to 
imitate the engraved characters found in the text-book. 

123. Your slanting letters should ''lean" a trifle more, and the 
vertical letters, t and d, should be perfectly straight up and down. 



30 CRITICISMS. 

124. It would be best for you to give more inclination to your 
slanting letters — should stand at an angle of about forty -five degrees 
with, the base line. 

125. You have fallen into the error of writing your slanting let- 
ters too nearly vertical, a practice which greatly interferes with 
legibility. 

126. Vertical letters should not be allowed to lean either to the 
right or left. It is a common fault from which you are not entirely 
free, of inclining them somewhat to the right. 

127. In writing you should place your characters nearer to one 
another. This practice contributes both "to ease and rapidity,— is 
indispensable in fact to a high rate of speed. 

128. You will notice that your characters are not exactly uni- 
form in length, some rather too short, others a little too long, etc. 

129. You will notice that your letters are not of uniform length. 
This is a very important matter, as it will be seen when you reach 
the Halving Principle. 

130. It is a fault of your writing that a letter is occasionally 
written too short. This should be remedied, or you will find your- 
self embarrassed when you come to employ the halving principle, 
explained in Lesson 25. 

131. You should not make your shaded letters quite so heavy. 
It is sufficient if these be easily distinguishable from the light strokes. 

132. Your shaded characters are altogether too heavy. These 
should have enough shade only to render them distinguishable from 
the light strokes. 

133. Your shaded letters are altogether too heavy — fully twice 
as heavy and broad as necessary. You will have to reduce these to 
the proper size before it will be possible for you to gain in speed. 
Touch the paper lightly. 

134. You still make some of vour shaded letters too heavy. 
Please remember that much shading interferes with speed, and no 
more of this should be used than is necessary to render the heavy 
letters distinguishable from the light. 

135. You form your characters somewhat too large. 

136. You still write some of your characters too large. Be care- 
ful not only to make the letters uniform in length, but let the 
standard you take be somewhat smaller also. 



CRITICISMS. - 31 

137. You form your characters considerably too large. Cut 
them, down at least one-third. The proper size is one-sixth of an 
inch. 

138. You form your characters altogether too large; cut them 
down at least one-third, and try to acquire the habit of writing a 
smaller "hand" than seems to be natural for you. 

139. The ink you use is not suitable. Do not use colored ink, or 
copying yik, or dim ink, or thick ink, but good fresh black ink. 
Advanced students may use writing fluid. 

140. Your light lines should be written still finer. In most 
cases the fault may be remedied by making use of a pen just suited 
to the purpose. 

141. Both your light and shaded letters are too heavy— a fault 
which you can remedy by making use of a finer pointed or stiff er 
pen. 

142. Your thin lines should be written finer — make them light 
as possible. It is an excellent plan to cultivate " lightness of 
touch " by frequent practice in writing the light letters of the 
alphabet as fine as possible, forming them swiftly, touching the 
paper very lightly with your pen. 

143. Your curved letters should be bent somewhat more, so as 
to be readily distinguishable from the straight stems. 

144. You should in no case employ any characters other than the 
proper'word or phrase signs for words or phrases which these are 
intended to express. That is to say, don't use " long forms, " but 
the brief word-signs wherever possible. 

145.^ It will help in your translation if you will but remember 
that the characters used always represent words and phrases which 
have already been explained, either in the same, or in some previous 
lesson. 

146. You seem to labor under a misapprehension as to the position 
of^words ; very few, — only those in fact which the booh so specifies, 
are to be written elsewhere than on the line. 

147. You are inclined to write too many words elsewhere than 
on the line. Make it a rule to write all words in the second position, 
that is, on the line, unless the Text-book directs otherwise. 

148. All proper names, no matter what vowels they contain, are 
to be written in the 2d position, that is, on the line. 



32 CBITICISMS. 

149. You should write Ray somewhat longer and give it more 
slant. It is executed with one quick stroke and should be perfectly 
straight. 

150. Ray should invariably be written upwards. You will see 
by comparing your exercise with the key that you have violated this 
rule in a few instances. 

151. You have sometimes failed to vocalize words which the 
Text-book indicates are to be written with the vowels. As a rule, 
all such words are to be vocalized in reporting. 

152. Of the words given in the Text-book it is proper to write 
the vowels in connection with those only which are given in the list 
for vocalization. 

153. In some cases you have placed the vowel beside the wrong 
stem. Pay special attention to sections 79 and 80 of the Text-book. 

154. Be careful not to form a hook in beginning hay, but a tick 
merely. When a hook instead of a tick is written the tendency of 
the writer is to make the stem curved rather than straight. It will 
assist you if you will remember that this letter is formed with one 
stroke of the pen only. 

155. Be careful hereafter to join no words unless they are con- 
nected by a hyphen in the printed exercise. 

156. You should be careful to write the double dash, which is 
used in underscoring proper names, considerably longer, placing the 
lines quite near to each other. 

157. Please remember that all letters which are not horizontal, 
that is, such letters as t, chay, etc., are always written downwards_ 
Exceptions are lay, ray and hay. 

158. Some of your curved letters are not bent enough, and for 
this reason are likely to be confounded with the straight ones. 

159. Remember the Rule that the " First descending letter should 
rest on the line." 

160. Remember that the s-circle is written on the left and not 
on the right side of upward strokes, such as hay and ray. 

161. Remember that all ticks are made light, not shaded, and 
should be so placed as to form as sharp an angle as possible with the 
letters to which they are joined. 

162. Be careful so to place your characters that the first descend - 
ing letter shall rest on the line. By careful attention you will soon 



CKITICISMS. 33 

learn just where each word should begin, whether on or above the 
line, in order not to violate this rule. 

163. Be careful to use el and ar only when these are specified in 
the text. 

164. The sign for " I " should be quite small, light and short- 
angled. Most learners get all the ticks too long and heavy. 

165. You make a common mistake in writing the sign for "you " 
too large as well as too flat. 

166. Your dashes are too light to properly represent the long 
vowels. 

167. Write the dot-vowels closer to the stems. 

168. You write the short vowel signs, both dots and dashes, too 
large — should be quite small or they will become confounded with 
the long vowel signs. 

169. Some of your dashes are too long— should be not more than 
one-fourth the length of " t . " 

170. Diphthongs which occur in the middle of words should in 
no case be joined to the consonants between which they occur. 
Only initial and final diphthongs are connected, and these but 
rarely. 

171. Your coalescents are altogether too large — should be made 
quite small, and as well curved as possible. 

172. Your sez-circle should be written considerably larger, and 
be formed as round as possible. 

173. In some instances you have placed the circle on the wrong 
side of straight letters. Refer to Lesson VI. 

171. Your s-circles are well executed and properly placed. 

175. Your st-loops are too large — should be narrow and light as 
possible. 

176. Your st-loop is too small — especially too short, in order to 
be readily distinguishable from the s-circle. 

177. You write your first-position words too near the line. The 
signs for I, give, all, of, my, etc., are to be placed one full space, that 
is, the length of t above the line. 

178. Your third-position words are not written far enough below 
the line. 

179. We wish to correct you in regard to some of your third 
position words. They are written too low. Eemember that the first 

3 



34 CEITICISMS. 

descending letter should be placed so as to be one-half above and 
one-half below the line. 

180. Your 1-hooks are not small enough This hook should be no 
longer than it would be if it were a part of the s-circle. You will 
find it a great advantage to learn to form hooked letters with one 
stroke of the pen. This is always done by practical reporters. 

181. You give your hooks an extra twist, which makes them 
appear like circles. Avoid this. 

] 82. You sometimes get a hook on the wrong side. This habit 
is easy to fall into, but not so easy to fall out of. 

183. You still form your hooks rather too large — cut them down 
as much as possible. You are not apt to make them too small. 

184. In the double-consonant series the circle is simply placed 
on the " r-hook side." It is an error to write it so as to make the 
hook to appear. 

185. You will see by comparing your exercises with the key, that 
in a few cases you have placed the shun-hook on the wrong side of 
straight letters. 

186. In some cases you have placed the hook on the wrong side, 
the result of which is an entirely different word from the one meant. 

187. By all means look after your hooks. I find many of them 
on the wrong side. It may be a little difficult at first to get them 
" fixed " just right, but this is simply indispensable, and if you are 
careful now it will be perfectly easy in time. 

188. Your lengthened curves are by no means long enough. 

189. You would do well to practice a number of hours in executing 
the long curves — learning to make them the proper length with one 
stroke of the pea. Do not be afraid of writing them too long — this 
is abetter fault than getting them too short. 

190. You do not write your shortened letters of uniform length 
— some are even too short, while others again are so long as to be 
confounded with the standard length letters. 

191. You still write the half-length letters too long. Be careful 
when shortening them not at the same time to reduce the length of 
the standard letters. 

192. We most earnestly request you hereafter to enclose your 
exercises in larger and more suitable envelopes. In no case should 
the paper be folded more than one way. The printed envelopes 



CKITICISMS. 



35 



which we furnish in packages are designed for this special purpose, 
and you would do well to provide yourself with a number. 

193. In sending your lesson, you failed to enclose your Report. 
No lesson is complete without it, and this oversight has a damaging 
effect upon your " Deportment." 

194. Do not be disappointed if your questions are not all an- 
swered. That is impossible; besides it is not necessary. You will 
find answers to all of them as the lessons proceed. We reply to all 
of them which really ought to be answered at this time. 

195. All keys must invariably be returned to the College within 
three weeks. Students by whom these are not duly returned will be 
charged with them at the rate of 5c each. 

196. Hereafter please send only one lesson at a time. Beginners 
especially should see the criticisms we make before preparing the 
next exercise. 

197. A student is sometimes required to learn a lesson "over 
again " ; but do not unless requested send more than a single copy of 
one lesson. 

198. In certain circumstances a student may send Exercises be- 
fore his previous lesson has been returned. In no case, however> 
should more than one lesson be mailed in a single envelope. 

199. When all the work upon the Circulator has been completed 
it should be returned to the College with the next lesson forwarded, 
providing that in no case it be held longer than three days. 

200. You omitted your Translation. This part of the lesson is 
indispensable. The Translation for each lesson should be sent 
before you have examined the Key for that lesson. 

201. If you don't succeed in reading all your Translation, then 
do the very best you can and send the result. You will be expected 
to enclose with each lesson every word of the Translation you can 
make out. 

202. If your letter weighs more than an ounce, please attach two 
postage stamps instead of one. 

203. Always enclose a 2ct stamp to pay return postage. No 
stamp in your last letter. Send two next time. 

204. You loan a book to your neighbor. He returns it defaced, 
blotted, marked up, with no explanation or apology. How do you 
feel? We are constantly sending you, that is loaning you, keys and 



36 CRITICISMS. 

other papers, some of which are returned soiled and scratched up in 
a silly, school-boy fashion. They then go straight to the waste- 
basket, and a charge is entered against you. 

205. I compliment you on the evenness, neatness, and general 
accuracy of your work in connection with this lesson. 

206. With very few exceptions, if any, you have applied the prin- 
ciples correctly. 

207. You have applied the principles correctly in almost every 
case, and evidently understand very well the theory upon which 
stenographic writing is based. 

208. Upon the whole your exercise is written better than the 
average. ' 

209. You possess merits which will show up to better advantage 
when you become an advanced student. 

210. I see no reason why you should not suoceed well in the 
study of this art, and in due time become a practical stenographer. 

211. Your execution is quite good, and your work fully up to the 
average. You manifest some talent for short-hand. If you earnestly 
try, you will no doubt succeed in this undertaking. Follow all 
directions strictly. 

212. Your execution is decidedly good— in all essential respects 
it is above criticism, and you may have the satisfaction of knowing 
that you are on the right track. Your principal concern now is to 
gain the familiarity which comes from practice. 

213. You have given every word its proper outline, and this fact 
plainly indicates that you understand the principles of the system 
so far as explained; otherwise you could not have applied them so 
correctly. 

214. Your characters are properly formed as to slant and 
angularity, two features which have an important bearing upon 
legibility. 

215. Your characters are properly formed as to length, slant, 
angularity and shading, and this is saying a great deal in your favor. 

216. Your writing is characterized by the following points of 
superiority: Letters are of uniform length, properly curved and 
shaded, and of sufficient slant. 

217. You have every reason to feel encouraged, and the prospects 
are that in due time you will become a successful stenographer. 



CRITICISMS. 37 

218. I congratulate you upon the improvement you have made 
since preparing your previous exercise. You evidently understand 
the criticisms made thus far. 

219. Glad to find your present exercise so well prepared. I 
observe considerable improvement, although this lesson is decidedly 
more difficult than the last one. 

220. The exercise, as you have written it, is very legible, and 
there is reason to believe that after you have learned the system 
your reports can be read with ease and facility. 

22 L. You deserve commendation for the correctness with which 
your Speed-sheets are executed. This indicates that your style of 
writing, when you become a reporter, will be very legible. 

222. You have done exceedingly well as to the time of executing 
your Speed-sheets, your record being much better than the require- 
ments of the text-book schedule. 

223. I can truly say that you have done remarkably well in jour 
work upon the Speed-sheets, not only in the matter of rapidity, but 
your execution is also excellent. 

224. Your work in connection with the last Circulator is very 
well done — correct both as to translation and execution. 

225. You deserve to be commended for the work you have done 
in connection with your last Circulator. You have not only trans- 
lated your section correctly, but the criticisms you have made are 
very appropriate. 

226. Your translation is entirely correct. This goes a good way 
toward proving your ability for stenography. 

227. You deserve credit for the great accuracy with which you 
have placed your hooks, and the manner in which you have executed 
them. 

228. Your work deserves commendation, for the reason that it 
shows a correct application of the shortening principle, the most 
difficult of all contrivances in the system. 



THE MOEAN SERIES OF SHORTHAND IN- 
STRUCTION BOOKS. 

Price. 

The Reporting Style — Complete Text Book, - - $1.50 

Key to the Reporting Style, - - . - - 2.00 

One Hundred Valuable Suggestions, - - 1.00 

The Sign-Book, - ... . . .25 

The Short-hand Primer, ... - .25 

Key to the Primer, - - - - - .10 

Practice Books, 15c each, or two for - - .25 

The Manual, a Guide for learning by mail, - - .25 

Type- writer Dictionary, - - - - - .25 



NAMES 

Of a few of the many stenographers who learned By Mail from 
the Central College of Correspondence, and are now rilling 
situations : 

Miss Lulu Nash, with State Insurance Co., Des Moines, 
Iowa. 

E. C. Cayo, Menominee, Mich. 

R. H. Cook, Guthrie, Oklahoma Ter. 

Albert Self, with Mo. Pacific Ry. Co., Hillsdale, Kan. 

Miss Lizzie Riley, Marshall, 111. 

F. N. Winslow, with Farmers' and Merchants' Bank, Smith 
Centre, Kan. 

Miss Lizzie Whittaker, Litchfield, 111. 

Chas. W. Beacom, Law Stenographer, Guthrie, Oklahoma 
Ter. 

A. B. Hoover, Shorthand teacher, Pittsfield, 111. 

Meriam Hulse, Smith Centre, Kan. 

Isaac W. Bennett, Stenographer, Olympia, Wash. 

Mrs. A. K. Schweibel, with Nelson Chesman & Co., Adver- 
tising Agents, 1127 Pine street, St. Louis, Mo. 

Miss Ollie Seaman, with Johnston & Bowman, Merchandise 
Brokers, 324 N. Third street, St. Louis, Mo. 

Miss Henrietta Miller and Ralph Miller, with the K. C, Ft. 
Scott & Gulf R'y, Kansas City, Mo. 



A FEW TESTIMONIALS, 



St. L. &. S.W. R'y Co., Equitable Building. 

St. Louis, January 20. 1891. 

I learned Shorthand from Prof. Eldon Moran. To those who are beginning the 
study and would like to know something: about the experience of others, I take 
pleasure in giving this information: Afte~ having heard Prof. Moran give a 
lecture, I determined to take a course by mail. I did so with entire satisfaction. I 
succeeded in attaining a higher decree of speed than usual, having taken testi- 
mony in court at the rate of 180 word* a minute. I served one year as Official 
stenographer, for the Fifteenth Judicial District of Kansas, with headquarters at 
Beloit. I am at present engaged with the ''Cotton Belt Route,'' Freight Traffic 
Department. 

I am perfectly familiar with the Moran ( opyrighted method of teaching by mail. 
A person who has not tried it has no idea how clear and practical these lesson* are. 
T will give further facts to any one who cares to write to me personally. I know of 
many who learned Shorthand successfully by the same plan. Respectfullv, 

harry e. degeoff. 

Copy of a letter written by J. W. 0' Byrne. Stenographer with Bowlsby & Co., Gen- 
eral Agents Yost Type- Writer, St. Louis, Mo. J 

Dear Miss— -You ask my opinion of what is known as the Moran method of 
teaching by mail. I will brn fly state my experience. Four yeur.s ago I learned 
Shorthand, receiving instruction entirely by mail from Prof Moran, who was 
then Principal of the Iowa Univershy School of Shorthand. I was then living on 
a farm in Kansas, and devoted leisure hours only to study I now live in St. Louis 
and have been a practical stenographer for two years. My belief is simply this: 
If you are capable of learning Shorthand at all. you can succeed just as well by 
mail as by attending a school personally. I have met and corresponded with quite 
a number of Prof. Moran 's students in other states who learned by mail and who 
are now filling responsible positions. This is a general statement. If you waut 
specific facts write me again, and I will give you any information I am able. 

There is something wonderfully attractive about Shorthand. You will like it. 
Wisuing you well. I am Yours respectfully, 

J. W. O'BYRNE. 

St. Louis, Mo.. Feb. 2, 1891. 
I learned Shorthand two years ago when living in Smith Centre, Kansas. I have 
to some extent since that time, been employed as assistant instructor in the College 
oi Correspondence. The Moian method is so practical that I would not hesitate to 
say that I would prefer the regular course by mail rather than attend a college 
personally. I also know it to be a fact that students by mail, as a rule, make good 
progress, and are well pleased. S. E. CASH, 

Stenographer with D. I. Bushnell & Co. 

From Judge A. K. Leake, Licking, Va.. who has completed the course by mail. 

My Dear Sir— My experience under your tuition has been simply charming. I 
now take all my notes in Shortr.and. 

Brisbine, S Dak. 
I can recommend the Moran method of teaching to any one who wishes to learn 
Shorthand to be just as good as any wav possibly can be. 

L. A. WATZNATJER. 

Hammond, Kan. 
Professor Moran: 

Dear Sir— Your less ods are interesting, plain, and easily understood. I see no 
reason why any one should experience anv difficulty in learning them. 

JENNIE C. McCOMB. 

Henry. Colo. 
If students do not s 1 cceea by your method of teaching by mail, it must be their 
fault, anc not the fault of the method. MRS: MAUDE JORDAN. 

Wilbraham. Mass. 
I am more and more pleased with your way of teaching Shorthand by mail. 
The more I study it the more I like it. EDITH L. C jRBIN. 



CONCERNING 

SHORTHAND PERIODICALS, 



The trouble with shorthand magazines heretofore has 
been that they were simply newspapers, and to that extent, 
they have done a world of good. Mr. Isaac S. Dement of 
Chicago, conceived the idea that the shorthand writers of this 
country were anything but dull; that, in their varied experi- 
ence, they must, of necessity, absorb many-sided views on all 
questions, and see life in all its vicissitudes; that, if they 
could be induced to put upon paper the many scenes they have 
witnessed, they would not only do themselves, but the readers 
of the articles, a good service; that a magazine, the prime 
object of which should be the publication of these literary 
efforts, would meet with favor. With that end in view, Mr. 
Dement in January, 1890, commenced the publication of The 
National Stenographer. Each issue has shown improvement 
over its predecessor; the articles are handsomely illustrated; 
its pages are replete with good things for its readers; it is 
absolutely independent of systems or machine, and a fearless 
advocate of all that is good for the profession. The National 
Stenographer has had phenomenal success, as it is being sup- 
ported by the reporters of the English-speaking world. It is 
attractively printed and up to the times in everything. Every 
shorthand- writer ought to be a subscriber to it, no matter how 
many other magazines he may take. 



BARGAINS 



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